“The United States today is a suburban nation that thinks of race as an urban issue, and often assumes that it has been largely solved,” write the editors of this groundbreaking and passionately argued book. They show that the locus of racial and ethnic transformation is now clearly suburban and illustrate patterns of demographic change in the suburbs with a series of rich case studies.
In High Schools, Race, and America’s Future, Lawrence Blum offers a lively account of a rigorous high school course on race and racism.
In influential and often groundbreaking articles from the Harvard Educational Review, the volume surveys multicultural education’s founding arguments and principles, describes its subsequent evolution, and looks toward its future role and impact.ORDER
2012 Outstanding Book Award, AACTE
Start Where You Are, But Don’t Stay There addresses a crucial issue in teacher training and professional education: the need to prepare pre-service and in-service teachers for the racially diverse student populations in their classrooms. A down-to-earth book, it aims to help practitioners develop insights and skills for successfully educating diverse student bodies.
This Special Issue of the Harvard Educational Review considers the needs, interests, and experiences of Latina/o students currently enrolled in U.S. colleges and universities.
Higher Education and the Color Line examines the role of higher education in opening up equal opportunity for mobility in American society--or in reinforcing the segregation between white and nonwhite America.ORDER
At a time when many in public life and public education are inclined to argue that racial issues and problems belong to a bygone era, this third edition of Facing Racism in Education makes clear the need for continued attention to and open discussion of race and education.ORDER
The contributors to Race and Higher Education guide educators toward an understanding of how changes in the student population call for new approaches to classroom instruction, and address the need for new pedagogical practices in increasingly diverse college classrooms.ORDER